Two Commission reports show impact of artificial intelligence and digital technologies on teaching and learning in Europe
Today, the European Commission published two new reports exploring the implications of generative artificial intelligence (AI) for education stakeholders and practitioners, as well as looking into how European education systems are responding to the digital transformation.
The paper ‘Friend or foe? Evidence from the use of generative artificial intelligence in learning and teaching’ highlights how generative AI (genAI) is slowly but steadily moving from a technological innovation to a mainstream tool across education and learning practices in the EU. Whether genAI is beneficial for learning outcomes ultimately depends on how the technology is used, and its overall impact on long-term skills remains unclear. Teachers therefore need substantial initial and continuous professional development to make full use of the benefits offered by genAI, supported by institutional guidelines for a responsible use of the technology.
The second report ‘Digital education at school in Europe 2026: Bridging gaps in access, teaching and learning’ shows that while digital transformation is addressed through various channels across European education systems, approaches and implementation conditions vary. Most education systems address the core components of digital infrastructure, but differences remain in school-level access, technical support, and digital environments. Digital competence is included in lower-secondary curricula across almost all systems analysed, while national or standardised assessment remains uncommon. Nearly two-thirds of education systems have developed strategies, guidance or other policy frameworks addressing AI.
The findings will contribute to the Commission’s work on the Union of Skills and provide evidence for the forthcoming Education Package, which will address basic skills, teachers and trainers, and digital education infrastructure. They are informed by the recent OECD Programme for International Student Assessment report.
Executive Vice-President for Social Rights and Skills, Quality Jobs and Preparedness, Roxana Mînzatu, said: “Digital technologies, including Generative artificial intelligence are rapidly changing how we live, work and learn. While students and teachers stand to gain from these new possibilities, we must carefully address risks around bias, privacy, and overreliance. Digital technology should serve our citizens, and we must ensure these tools genuinely support learning.”
